Тема урока: “Asking the way”.
Цели урока:
- Учебные: развитие речевых компетенций, умений аудирования, чтения с извлечением частичной и полной информации
- Развивающие: развитие мышления, памяти, внимания
- Образовательные: формирование коммуникативной компетенции, расширение кругозора
- Воспитательные: формирование мотивации к изучению английского языка, толерантности
Оборудование: CD и DVD проигрыватели; диски с текстом для аудирования и видеофильмом; раздаточный дидактический материал: карточки с текстом для аудирования, карточки с заданиями к видеофрагменту, карточки с текстом для чтения и выделенной лексикой к нему, карточки с планом-схемой, таблица для заполнения услышанной информации, диалоги, разрезанные на фрагменты.
ХОД УРОКА
I. Teacher’s introductory talk
Our today’s class is devoted to getting about the town. As you all know, people travel a lot nowadays and if you ever have a chance to visit a foreign country you should be able to ask the way to a place you want to go to. On the other hand, lots of tourists from abroad come to Moscow, and it’d be wonderful if you could be helpful and give the necessary directions. So let’s learn how to do so.
II/ Phonetic drill
First you’re going to listen to the dialogue and then read it as close to the recording as you can.
Pre-listening tasks:
1.Before we start listening look through the dialogue and say where A. wants to go.
2.Look at the map and find the Northern Record, the Town Hall, Potters Department Store.
On the board: Sorry to bother you.
Shadow reading:
Now let’s do the shadow reading of the dialogue.
- First listen to the dialogue and read it with your eyes only.
- Now say the dialogue in a whisper together with the recording.
- Read the dialogue again together with the recording but with the full volume of your voice this time.
- And finally in pairs read the dialogue without the recording.
III. Developing listening skills. Watching the video
Now let’s turn to another conversation, this time on video. You’ll see Anna from Sweden who came to England to improve her English. She goes for a walk and gets lost. On the blackboard there are some words from the episode you might not know. Let’s read them.
On the board: Sweden
Roundabout = traffic circle
Gate
Sea front
1. Watch the episode and then say what happened in it using your cards.
(Students watch the three-minute episode for the first time.)
Now I’d like you to say what you’ve seen. In your cards there are jumbled sentences
describing the episode. Put them into the correct order.
(The teacher checks the answers with the class.)
2. Watch the film again and while you watch write in your cards who said what. Work in pairs.
(The teacher checks the answers with the class.)
Students’ handout
I. Watch the film episode and put the sentences describing it into the correct order.
Then Anna got lost.
A helpful elderly woman explained that Anna should go along the sea-front to get back to town.
Anna wanted to get back to the town centre, but she didn’t know the way there as she was a stranger. So she had to ask the policeman.
Anna thanked the policeman.
The policeman advised her to be careful because the traffic drives on the left side of the road in England.
The policeman gave her the directions.
Anna thanked the woman.
Several people gave her the directions and at last she came to the sea front.
Anna took the photograph of the policeman.
II. While watching the episode again write who said it. (Write A for Anna, P for the policeman, W for the elderly woman.)
“Can you tell me the way back to the town centre?”
“Follow that road down until you come to the sea front.”
“The traffic drives on the left side of the road in England.”
“I’m not sure of the quickest way.”
“Can I help you?”
“I’m a stranger here myself.”
“I know you can get into town if you walk this way along the sea front.”
“Thank you very much. You’re very kind.”
“Don’t mention it.”
IV. Reconstructing the conversation
So you’ve listened to the dialogue on CD, watched the other one on video and now
let’s have some more practice.
Sort out the sentences to reconstruct the conversations. Work in pairs.
(Pairs of students are handed out the dialogues cut into pieces and reconstruct them.
Pairs read their conversations. While listening to them the rest of the class completes
the chart.)
Students’ handout
Task for the listeners.
Listen to the dialogues and pay attention to ways of addressing a stranger, expressing thanks, answering to thanks you’ll hear. Complete the chart.
Ways of |
||
addressing a stranger |
expressing thanks |
answering to thanks |
|
|
|
V. Developing speaking skills. Making up own dialogues.
And now I’m quite sure you can make up your own dialogues.
Look at this map. Find the hotel on it. Imagine you’re in a foreign town. You’re
staying at this hotel and want to go to some place. You don’t know the way there and ask
for the directions. One of you will act as a stranger and the other as a local. Work in
pairs and use the expressions from the dialogues you’ve just heard. Be sure to use the
appropriate forms of addressing a stranger, expressing thanks, answering to thanks. I give
you 5 minutes for the task.
Pairs say their dialogues.
Task for the listeners: mark the route on your map while listening to each
other’s dialogues.
VI. Developing reading skills.
You know that the traffic rules in Great Britain are not the same as in most other
countries. Can you remember what the policeman said to Anna when she was going to cross
the road? (Students’ answer: “Be careful. The traffic drives on the left side of the
road in England.”) Does anybody know why they drive on the left in Britain? (Students
don’t know the answer.) Are there any other countries where people drive on the
left side of the road too? Are you interested to know? Then read this text and you’ll
find it out.
Before you start reading let’s pronounce some words from the text. They are in your
cards.
1. Now read the text and say what these numbers mean.
| On the BB | 178 50 |
2. Read the text again and answer the question in the title.
Students’ handout.
Insist – настойчиво требовать, настаивать
Impose – навязать, налагать (обязательство)
Suggest – наводить на мысль, означать
“Rechts Fahren” = “Drive on the right”
Why do they drive on the left in Britain and on the right in other countries?
The reason for this goes back to the days when people travelled by horse. Most people
are right-handed, and thus the left is the natural side to ride on if you are on horseback
and need your right hand to hold a sword in case of trouble. So why didn’t the rest of
the world do the same? Because of Napoleon Bonaparte. He insisted that his armies marched
on the right, and as he marched through Europe, he imposed this rule wherever he went. In
the twentieth century Adolf Hitler did the same. Signs reading ‘Rechts fahren’ were
put up whenever he took over a country.
The question suggests that only the British drive on the left, but in fact, out of 178
countries in the world, there are about 50 that drive on the left, including Japan.
However, most of them are former British colonies.
VII. Summing up
Today you’ve practised asking the way and giving directions. You’ve found out why
the traffic drives on the left side of the road in Britain. Thank you for your hard work.
Your marks are …
VIII. Homework
1. Prepare the dialogue for test reading.
2. Describe what happened to Anna.
3. Get ready to voice the film episode.